Correlated to - Pearson Schoolassets.pearsonschool.com/correlations/ma_SciExpLEP2002.pdf · Correlated to: Massachusetts ... Chapter 1: Mapping Earths Surface, p. 16 SE: Section 1

Prentice Hall Science Explorer: Life, Earth, and Physical Science '2002Correlated to:

Massachusetts Science and Technology/Engineering Curriculum Framework, May 2001(Grades 6 - 8)

SE = Student Edition TE = Teacher s Edition TR = Teaching Resources ISLM = Inquiry Skills Lab Manual TECH = Technology

1

MASSACHUSETTS LEARNINGSTANDARDS

PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD BENCHMARK)

STRAND 1 EARTH SCIENCE

Mapping the Earth

1. Recognize, interpret, and be able to createmodels of the earth s common physical featuresin various mapping representations, includingcontour maps.¥ Choose a small area of unpaved, sloping ground

in the schoolyard or a park. Create a scale

contour map of the area. Include true north and

magnetic north.

Exploring Earth ScienceSE: Chapter 1: Mapping Earth s Surface, p.

16

• Section 1: Exploring Earth s Surface,

p. 18

• Section 4: Topographic Maps, p. 35

• Discover: What Is the Land Like

Around Your School?, p. 18

• Discover: Can a Map Show Relief?,

p. 18

• Sharpen Your Skills: Interpreting

Data, p. 37

• Skills Lab: A Map in a Pan, p. 40

TE: Building Inquiry Skills: Organizing

Information, p. 20, Classifying, p. 21,

Making Models, p. 38, Exploring

Landforms, p. 21

TR: Sections 1-1, 1-4: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,

pp. 15-18, 27-30

Exploring Earth ScienceChapter 1: Mapping Earth s Surface, p. 16

SE: Section 1 Review, p. 24, Section 4

Review, p. 39, Chapter 1 Assessment,

pp. 41-43

TE: Ongoing Assessment, pp. 19, 21, 37,

Performance Assessment, pp. 24, 39

TECH: Computer Test Bank, Chapter 1 Test


Massachusetts Science and Technology/Engineering Curriculum Framework, May 2001, (Grades 6—8)

SE = Student Edition TE = Teacher s Edition TR = Teaching Resources ISLM = Inquiry Skills Lab Manual TECH: = Technology

2



(Continued)

1. Recognize, interpret, and be able to createmodels of the earth s common physical featuresin various mapping representations, includingcontour maps.¥ Choose a small area of unpaved, sloping ground

in the schoolyard or a park. Create a scale

contour map of the area. Include true north and

magnetic north.

(Continued)

ISLM: 1, Using a Topographic Map

TECH: Earth Science Videotape 1; Videodisc

Unit 1, Side 1, Flying Over America ;

Transparencies 1, 2, 4; Interactive Student

Tutorial CD-ROM, Chapter 1




3



Earth s Structure

2. Describe the layers of the solid earth,including the lithosphere, the hot convectingmantle, and the dense metallic core.¥ Use a Styrofoam ball and paint to construct a

cross-section model of the earth.

Exploring Earth ScienceSE: Chapter 4: Plate Tectonics, p. 106

• Section 1: Earth s Interior, p. 108

• Discover: How Do Scientists

Determine What s Inside Earth, p.

108

• Sharpen Your Skills: Creating Data

Tables, p. 111

TE: Inquiry Challenge, p. 109, Building

Inquiry Skills: Comparing and

Contrasting, p. 110, Demonstration, pp.

111, 112, Integrating Physics, p. 113

TR: Section 4-1: Lesson Plan, Section


pp. 9-12


Unit 2, Side 2, A Trip Through the

Earth ; Transparencies 10; Interactive

Student Tutorial CD-ROM, Chapter 4

Exploring Earth ScienceChapter 4: Plate Tectonics, p. 106

SE: Section 1 Review, p. 114, Chapter 4

Assessment, pp. 139-141


113, Performance Assessment, p. 114





4



Heat Transfer in the Earth s System

3. Differentiate among radiation, conduction,and convection, the three mechanisms bywhich heat is transferred through the earth ssystem.¥ Investigate the movement of a drop of food

coloring placed in water, with and without a heat

source, and in different positions relative to a

heat source.


• Section 2: Convection Currents in the

Mantle, p. 115

• Discover: How Can Heat Cause

Motion in a Liquid?, p. 115

Chapter 16: Weather Factors, p. 524

• Section 2: Heat Transfer, p. 532

• Discover: What Happens When Air is

Heated?, p. 532

• Try This: Temperatures at Two

Heights, p. 534

TE: Demonstration, pp. 116, 533, Building

Inquiry Skills: Observing, p. 116,

Building Inquiry Skills: Calculating, p.

533, Inquiry, p. 534

TR: Section 4-2, 16-2: Lesson Plan, Section


pp. 13-16, 41-44

TECH: Physical Science Videotape 3; Videodisc

Unit 4, Side 2, Hot Is Hot, Cold Is

Not ; Transparency 71; Interactive

Student Tutorial CD-ROM, Chapter 4,

Chapter 16


SE: Section 2 Review, p. F27, Chapter 4

Assess., pp. F49-51

TE: Performance Assessment, p. F27

Chapter 16: Weather Factors, p. 524


Assess., p. 555-557

TE: Ongoing Assessment, p. 533,

Performance Assessment, p. 535

TECH: Computer Test Bank, Chapter 4 Test,

Chapter 16 Test




5



4. Explain the relationship among the energyprovided by the sun, the global pat-terns ofatmospheric movement, and the temperaturedifferences among water, land, andatmosphere.¥ Note the relationship between global wind

patterns and ocean current patterns.

Exploring Earth ScienceSE: Chapter 16: Weather Factors, p. 524

• Section 1: Energy in the Atmosphere,

p. 526

• Section 3: Winds, p. 536

• Discover: Does a Plastic Bag Trap

Heat?, p. 526

• Discover: Which Way Does the Wind

Turn?, p. 536

• Skills Lab: Heating Earth s Surface,

pp. 530-531

• Real-World Lab: Where s the Wind?,

p. 538-539

• Try This: Build a Wind Vane, p. 537

TE: Integrating Physics, p. 527, Exploring

Energy in the Atmosphere, p. 528,

Demonstration, pp. 537, 541, Including

All Students, pp. 540, 542

TR: Sections 16-1, 16-3: Lesson Plan,

Section Summary, Review and Reinforce,

Enrich, pp. 37-40, 45-48, Skills

Lab/Real-World, pp. 57-59, 60-61


Unit 4, Side 2, Heating the Earth , Unit

2, Side 2, The Power of Heat ;

Transparencies 70, 72; Interactive Student


Exploring Earth ScienceChapter 16: Weather Factors, p. 524

SE: Section 1 Review, p. 529, Section 3,


pp. 555-557


Performance Assessment pp. 529, 544





6



Earth s History

5. Describe how the movement of the earth scrustal plates causes both slow changes in theearth s surface (e.g., formation of mountainsand ocean basins) and rapid ones (e.g.,volcanic eruptions and earth-quakes).¥ Use the Pangaea map to understand plate

movement.

¥ Research and map the location of volcanic or

earthquake activity. Relate these locations to the

locations of the earth s tectonic plates.


• Section 5: The Theory of Plate

Tectonics, p. 132

• Discover: How Well Do the

Continents Fit Together?, p. 132

• Sharpen Your Skills: Predicting, p.

133

• Skills Lab: Hot Plates, p. 138

Chapter 5: Earthquakes, p. 143

• Section 1: Earth s Crust in Motion,

p. 144

• Discover: How Does Stress Affect

Earth s Crust?, p. 144

• Sharpen Your Skills: Measuring, p.

149

• Try This: It s a Stretch, p. 145

• Skills Lab: Modeling Movement

Along Faults, pp. 152-153




TE: Ongoing Assessment, pp. 133-135,


Chapter 5: Earthquakes, p. 143





Chapter 6: Volcanoes, p. 177



TE: Ongoing Assessment, 189, Performance

Assessment, p. 197


Chapter 5 Test, Chapter 6 Test




7



(Continued)

5. Describe how the movement of the earth scrustal plates causes both slow changes in theearth s surface (e.g., formation of mountainsand ocean basins) and rapid ones (e.g.,volcanic eruptions and earth-quakes).¥ Use the Pangaea map to understand plate

movement.

¥ Research and map the location of volcanic or

earthquake activity. Relate these locations to the

locations of the earth s tectonic plates.

(Continued)

Chapter 6: Volcanoes, p. 177

• Section 1: Volcanoes and Plate

Tectonics, p. 178

• Discover: Where Are Volcanoes

Found on Earth s Surface?, p. 178

• Try This: Hot Spot in a Box, p. 181

• Skills Lab: Mapping Earthquakes and

Volcanoes, p. 182

TE: Inquiry Challenge, pp. 133, 150,

Demonstration, p. 134, Using the

Visuals, p. 134, Building Inquiry Skills:

Applying Concepts, p. 146, Comparing

and Contrasting, p. 148, Including All

Students, pp. 147, 180, Real-Life

Learning, p. 149

TR: Sections 4-5, 5-1, 6-1: Lesson Plan,


Enrich, pp. 225-28, 41-44, 69-72, Skills

Lab, pp. 32-33, 57-58, 85-87

ISLM: 4, Mapping a Future World


Unit 3, Side 1, Isto What? , Everything

on Your Plate , Why Worry ;

Transparencies 14, 15, 16, 17, 18, 21, 22;

Interactive Student Tutorial CD-ROM,

Chapter 4, Chapter 5, Chapter 6




8



6. Describe and give examples of ways in whichthe earth s surface is built up and torn downby natural processes, including deposition ofsediments, rock formation, erosion, andweathering.¥ Observe signs of erosion and weathering in local

habitats and note seasonal changes.

¥ Visit local sites following storm events and

observe changes.

Exploring Earth ScienceSE: Chapter 7: Weathering and Soil

Formation, p. 211

• Section 1: Rocks and Weathering, p.

212

• Discover: How Fast Can It Fizz?, p.

212

• Try This: Rusting Away, p. 216

• Skills Lab: Rock Shake, pp. 218-219

Chapter 8: Erosion and Deposition, p. 245

• Section 1: Changing Earth s Surface,

p. 246

• Section 2: Water Erosion, p. 252

• Discover: How Does Gravity Affect

Materials on a Slope?, p. 246

• Discover: How Does Moving Water

Wear Away Rocks?, p. 252

• Sharpen Your Skills: Observing, p.

249

• Try This: Raindrops Falling, p. 254

• Skills Lab: Sand Hills, pp. 250-251

• Real-World Lab: Streams in Action,

pp. 262-263




Tutorial CD-ROM, Chapter 7, Chapter 8

Exploring Earth ScienceChapter 7: Rocks and Weathering, p. 211



TE: Ongoing Assessment, pp. 213, 215,


Chapter 8: Erosion and Deposition, p. 245



pp. 281-283


257, 259, Performance Assessment, pp.

249, 261


Chapter 8 Test




9



(Continued)

6. Describe and give examples of ways in whichthe earth s surface is built up and torn downby natural processes, including deposition ofsediments, rock formation, erosion, andweathering.¥ Observe signs of erosion and weathering in local

habitats and note seasonal changes.

¥ Visit local sites following storm events and

observe changes.

(Continued)

TE: Demonstration, pp. 213, 215, 253,

Integrating Physics, p. 214, Building

Inquiry Skills: Designing Experiments,

p. 214, Real-Life Learning, pp. 215, 253,

256, 259, Inquiry Challenge, pp. 217,

255, 256, Including All Students, pp.

254, Using the Visuals: Figure 9, p. 255,

Figure 12, p. 257, Integrating Chemistry,

p. 260

ISLM: 7, Investigating Soils and Drainage



Enrich, pp. 9-12, 37-40, 41-44, Skills

Lab, pp. 25-27, 61-62, 63-65, Real-

World Lab, pp. 63-65








10



7. Explain and give examples of how physicalevidence, such as fossils and surface features ofglaciation, supports theories that the earth hasevolved over geologic time.¥ Make a timeline showing index fossils. Discuss

which of these fossils are actually found in New

England. Discuss why some may be missing

from local rocks.

Exploring Earth ScienceSE: Chapter 8: Erosion and Deposition, p.

245

• Section 4: Glaciers, p. 269

• Discover: How Do Glaciers Change

the Land?, p. 269

Chapter 9: A Trip Through Geologic Time, p. 285

• Section 1: Fossils, p. 286

• Discover: What s in a Rock?, p. 286

• Try This: Sweet Fossils, p. 288

TE: Building Inquiry Skills: Designing

Experiments, p. 270, Observing, p. 271,

Making Models, p. 288, Inferring, p.

289, Comparing and Contrasting, p. 290,

Inquiry Challenge, p. 290,

Demonstration, p. 287,



pp. 49-52, 73-76


Unit 5, Side 1, Fossils ; Transparencies

34, 36; Interactive Student Tutorial CD-

ROM, Chapter 8, Chapter 9

Exploring Earth ScienceChapter 8: Erosion and Deposition, p. 245

SE: Section 4, p. 273, Chapter 8 Assessment,

pp. 281-283



Chapter 9: A Trip Through Geologic Time, p. 285






Chapter 9 Test




11



The Earth in the Solar System

8. Recognize that gravity is a force that pullsall things on and near the earth toward thecenter of the earth. Gravity plays a major rolein the formation of the planets, stars, and solarsystem and in determining their motions.¥ Observe the speed at which objects of various

mass drop from a common height.

Exploring Earth ScienceSE: Chapter 20: The Solar System, p. 669

• Section 1: Observing the Solar

System, p. 670

• Discover: How Do Mass and Speed

Affect an Object s Motion?, p. 670

• Try This: A Loopy Ellipse, p. 673

TE: Building Inquiry Skills: Comparing and

Contrasting, p. 672, Modeling, p. 672,

Including All Students, p. 672



pp. 37-40


Unit 1, Side 1, For the Love of

Astronomy ; Interactive Student Tutorial

CD-ROM, Chapter 20,

Exploring Earth ScienceChapter 20: The Solar System, p. 669









12



9. Describe lunar and solar eclipses, theobserved moon phases, and tides. Relate themto the relative positions of the earth, moon, andsun.¥ Use globes and a light source to explain why

high tides on two successive mornings are

typically about 25 hours (rather than 24) apart.

Exploring Earth ScienceSE: Chapter 19: Earth, Moon, and Sun, p.

635

• Section 1: Earth in Space, p. 636

• Section 2: Phases, Eclipses, and

Tides, p. 646

• Discover: Why Does Earth Have Day

and Night?, p. 636

• Discover: How Does the Moon

Move?, p. 646

• Sharpen Your Skills: Calculating, p.

637

• Sharpen Your Skills: Making

Models, p. 650

• Skills Lab: Reasons for Seasons, pp.

644-645

• Skills Lab: A Moonth of Phases,

pp. 652-653


Contrasting, p. 640, Making Models, p.

654, Demonstrations, pp. 638, 641,

Inquiry Challenge, pp. 642, 648

ISLM: 19, Constructing a Foucault Pendulum


Section Summary, Enrich, pp. 9-12, 13-

16

Exploring Earth ScienceChapter 19: Earth, Moon, and Sun, p. 635



pp. 665-667


647, 649, 651, Performance Assessment,

pp. 643, 654





13



(Continued)

9. Describe lunar and solar eclipses, theobserved moon phases, and tides. Relate themto the relative positions of the earth, moon, andsun.¥ Use globes and a light source to explain why

high tides on two successive mornings are

typically about 25 hours (rather than 24) apart.

(Continued)



Astronomy ; Transparencies 88, 89, 90,


ROM, Chapter 19




14



10. Compare and contrast properties andconditions of objects in the solar system (i.e.,sun, planets, and moons) to those on Earth(i.e., gravitational force, distance from the sun,speed, movement, temperature, andatmospheric conditions).¥ Using light objects such as balloons or

basketballs, and heavy objects such as rocks,

make models that show how heavy a 1 kg.

pumpkin would seem to you on the surface of

the moon, Mars, Earth, and Jupiter.

Exploring Earth ScienceSE: Chapter 20: The Solar System, p. 669

• Section 3: The Inner Planets, p. 682

• Section 4: The Outer Planets, p. 690

• Discover: How Does Mars Look

From Earth?, p. 682

• Discover: How Large Are the Outer

Planets?, p. 690

• Sharpen Your Skills: Graphing, p.

685

• Try This: Remote Control, p. 688

• Try This: Model Saturn, p. 693

• Skills Lab: Speeding Around the

Sun, pp. 698-699

TE: Integrating Earth Science, p. 683,

Demonstration, p. 685, Building Inquiry

Skills: Observing, pp. 684, 688, Making

Models, p. 692, Relating Cause and

Effect, p. 696, Using the Visuals, p. 694,

Language Arts, p. 695



pp. 45-48, 49-52, Skills Lab, pp. 63-65

TECH: Transparencies 95, 96; Interactive Student


Exploring Earth ScienceChapter 20: The Solar System, p. 669



pp. 709-711



689, 697





15



11. Explain how the tilt of the earth and itsrevolution around the sun result in an unevenheating of the earth, which in turn causes theseasons.

Exploring Earth ScienceSE: Chapter 19: Earth, Moon, and Sun, p.

635

• Section 1: Earth in Space, p. 636

• Discover: Why Does Earth Have Day

and Night?, p. 636


637

• Skills Lab: Reasons for Seasons, p.

644-645


Contrasting, p. 640, Demonstrations, pp.

638, 641, Inquiry Challenge, p. 642

ISLM: 19, Constructing a Foucault Pendulum



pp. 9-12



Astronomy ; Transparency 88; Interactive


Exploring Earth ScienceChapter 19: Earth, Moon, and Sun, p. 635



TE: Ongoing Assessment, pp. 621, 639,641,






16



12. Recognize that the universe contains manybillions of galaxies, and that each galaxycontains many billions of stars.¥ Count the number of stars you can see with your

naked eye in a small group such as the Pleiades.

Repeat with low power binoculars. Repeat again

with telescope or powerful binoculars. Research

the number of stars present. Discuss the meaning

of your answers.

Exploring Earth ScienceSE: Chapter 21: Stars, Galaxies, and the

Universe, p. 713

• Section 4: Star Systems and

Galaxies, p. 737

• Section 5: History of the Universe, p.

741

• Discover: Why Does the Milky Way

Look Hazy?, p. 737

• Discover: How Does the Universe

Expand?, p. 741

• Try This: A Spiral Galaxy, p. 739


Inquiry Skills: Communicating, p. 744



Enrich, pp. 85-88, 89-92



Astronomy ; Transparencies 102, 103;


Chapter 21

Exploring Earth ScienceChapter 21: Stars, Galaxies, and the Universe, p.

713



pp. 745-747







17



STRAND 2 LIFE SCIENCE (BIOLOGY)

Classification of Organisms

1. Classify organisms into the currentlyrecognized kingdoms according tocharacteristics that they share. Be familiar withorganisms from each kingdom.

Exploring Earth ScienceSE: Chapter 6: Bacteria and Viruses, p. 180

• Section 1: Classifying Organisms, p.

182

• Section 2: The Six Kingdoms, p.

189


186

• Discover: Can You Organize a Junk

Drawer?, p. 182

• Discover: Which Organism Goes

Where?, p. 189

TE: Inquiry Challenge, pp. 183, 184, Real-

Life Learning, p. 190, Demonstration, p.

190, Including All Students, p. 185,

Building Inquiry Skills, pp. 186, 191



pp. 9-12, 13-16

TECH: Life Science Videotape 2; Videodisc Unit

2, Side 2, Pantera Leo ; Transparency

23; Interactive Student Tutorial CD-

ROM, Chapter 6

Exploring Earth ScienceChapter 6: Living Things, p. 180

SE: Section 1: Review, p. 188, Section 2:


pp. 213-215




Structure and Function of Cells




18



2. Recognize that all organisms are composedof cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. Inthese single-celled organ-isms, one cell mustcarry out all of the basic functions of life.¥ Observe, describe, record, and compare a variety

of unicellular organisms found in aquatic

ecosystems.


• Section 3: Bacteria, p. 192

• Discover: How Quickly Can Bacteria

Multiply?, p. 192


195

• Try This: Bacteria for Breakfast, p.

197

• Real-World Lab: Do Disinfectants

Work?, pp. 202-203

Chapter 7: Protists and Fungi, p. 217

• Section 1: Protists, p. 218

• Discover: What Lives in a Drop of

Pond Water?, p. 218

• Sharpen Your Skills: Predicting, p.

225

• Try This: Feeding Paramecia, p. 222

Exploring Earth ScienceChapter 6: Bacteria and Viruses, p. 181

SE: Section 3: Review, p. 201, Chapter 6




Chapter 7: Protists and Fungi, p. 217






Chapter 7 Test




19



(Continued)

2. Recognize that all organisms are composedof cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. Inthese single-celled organ-isms, one cell mustcarry out all of the basic functions of life.¥ Observe, describe, record, and compare a variety

of unicellular organisms found in aquatic

ecosystems.

(Continued)

TE: Inquiry Challenge, pp. 219, 221, 224;

Building Inquiry Skills: Classifying, p.

193, Designing Experiments, p. 196,

Drawing Conclusions, p. 199, Making

Models, pp. 223, 224, Demonstration, p.

226

ISLM: 7, Comparing Protists,



pp. 17-20, 37-40, Real-World Lab, pp.

25-27


2, Side 2, Positive Bacteria , Fungi

and Algae ; Transparencies 24, 28, 29,


ROM, Chapter 6, Chapter 7




20



3. Compare and contrast plant and animalcells, including major organelles (cellmembrane, cell wall, nucleus, cytoplasm,chloroplasts, mitochondria, vacuoles).¥ Observe a range of plant and animal cells to

identify the cell wall, cell membrane,

chloroplasts, vacuoles, nucleus, and cytoplasm

when present.

Exploring Earth ScienceSE: Chapter 1: Cells: The Building Blocks of

Life, p. 16

• Section 3: Looking Inside Cells, p.

34

• Discover: How Large Are Cells?, p.

34

• Try This: Gelatin Cell, p. 40

• Skills Lab: A Magnified View of

Life, p. 43


Contrasting, p. 36, Observing, p. 41,

Including All Students, p. 39,

Demonstrations, pp. 39, 40, Inquiry

Challenge, p. 37

ISLM: 1 Cell Membranes and Permeability



pp. 23-26, Skills Lab, pp. 34-35


1, Side 2, What s in a Cell? ,

Evolution of Cells ; Transparencies 4, 5;


Chapter 1

Exploring Earth ScienceChapter 1: Cells: The Building Blocks of Life, p.

16



TE: Ongoing Assessment, pp. 35, 37, 39, 41,






21



4. Recognize that within cells, many of thebasic functions of organisms (e.g., extractingenergy from food and getting rid of waste) arecarried out. The way in which cells function issimilar in all living organisms.

Exploring Earth ScienceSE: Chapter 2: Cell Processes and Energy, p.

50

• Section 3: Photosynthesis, p. 61

• Section 4: Respiration, p. 66

• Discover: Where Does the Energy

Come From?, p. 61

• Discover: What Is a Product of

Respiration?, p. 66

• Sharpen Your Skills: Inferring, p. 63

• Real-World Lab: Gases in Balance, p.

71

TE: Demonstration, p. 62, Building Inquiry

Skills: Observing, p. 63, Making

Models, p. 64, Inquiry Challenge, p. 68

ISLM: 2, Stomata Functions




63-64


Unit 1, Side 1, Sunny Days ;



Exploring Earth ScienceChapter 2: Cell Processes and Energy, p. 50



pp. 81-83







22



Systems in Living Things.

5. Describe the hierarchical organization ofmulticellular organisms from cells to tissues toorgans to systems to organisms.

Exploring Earth ScienceSE: Chapter 10: Sponges, Cnidarians, and

Worms, p. 309

• Section 1: What is an Animal?, p.

310

• Discover: Is It an Animal?, p. 310

• Sharpen Your Skills: Inferring, p.

312

TE: Including All Students, p. 311, Building

Inquiry Skills: Classifying, p. 313,



pp. 9-12


3, Side 2, Through Their Eyes ;



Exploring Earth ScienceChapter 10: Sponges, Cnidarians, and Worms, p.

309









23



6. Identify the general functions of the majorsystems of the human body (digestion,respiration, reproduction, circulation,excretion, protection from disease, andmovement, control, and coordination) anddescribe ways that these systems interact witheach other.

Exploring Earth ScienceSE: Chapter 15: Bones, Muscles, and Skin,

p. 470

• Section 1: Body Organization and

Homeostasis, p. 472

• Discover: What Lets You Lift

Books?, p. 472

• Try This: How Is a Book Organized?,

p. 473

TE: Building Inquiry Skills: Making Models,

p. 473, Observing, p. 474, Integrating

Chemistry, p. 477

TR: Sections 15-1, Lesson Plan, Section


pp. 9-12,


1, Side 2, Cell Specialization ;


Chapter 15

Note: See also

Chapter 16, Food and Digestion

Chapter 17, Circulation

Chapter 18, Respiration and Excretion

Chapter 19, Fighting Disease

Chapter 20, The Nervous System

Chapter 21, The Endocrine System and

Reproduction

Exploring Earth ScienceChapter 15: Bones, Muscles, and Skin, p. 470




Performance Assessment, pp. 479





24



Reproduction and Heredity

7. Recognize that every organism requires a setof instructions that specifies its traits. Theseinstructions are stored in the organ-ism schromosomes. Heredity is the pas-sage of theseinstructions from one generation to another.

Exploring Earth ScienceSE: Chapter 3: Genetics: The Science of

Heredity, p. 84

• Section 3: The Cell and Inheritance,

p. 102

• Discover: Which Chromosome Is

Which?, p. 102

Chapter 4: Modern Genetics, p. 117

• Section 1: Human Inheritance, p. 118

• Discover: How Tall Is Tall?, p. 118

• Try This: The Eyes Have It, p. 120

• Try This: Girl or Boy, p. 122


Inquiry Skills: Making Models, p. 104,

Observing, p. 105, Including All

Students, pp. 106, 123

ISLM: 3, Chromosomes and Inheritance ; 4,

How Are Genes On Sex Chromosomes

Inherited?



pp. 83-86, 103-106

Exploring Earth ScienceChapter 3: Genetics: The Science of Heredity, p.

84

SE: Section 3: Review, p.106, Chapter 3

Assessment, p. 113-115



Chapter 4: Modern Genetics, p. 117






Chapter 4 Test




25



(Continued)

7. Recognize that every organism requires a setof instructions that specifies its traits. Theseinstructions are stored in the organism schromosomes. Heredity is the pas-sage of theseinstructions from one generation to another.

(Continued)


5, Side 1, The Chromosome Theory ;

Transparency 14, 16, 17; Interactive


Chapter 4




26



8. Recognize that hereditary information iscontained in genes located in the chromosomesof each cell. A human cell contains about30,000 different genes on 23 differentchromosomes.

Exploring Earth ScienceSE: Chapter 3: Genetics: The Science of

Heredity, p. 84

• Section 3: The Cell and Inheritance,

p. 102

• Discover: Which Chromosome Is

Which?, p. 102


Inquiry Skills: Making Models, p. 104,

Observing, p. 105, Including All

Students, p. 106

ISLM: 3, Chromosomes and Inheritance,

TR: Sections 3-3: Lesson Plan, Section


pp. 83-86


5, Side 1, The Chromosome Theory ;

Transparency 14; Interactive Student


Exploring Earth ScienceChapter 3: Genetics: The Science of Heredity, p.

84









27



9. Compare sexual reproduction (offspringinherit half of their genes from each parent)with asexual reproduction (offspring is anidentical copy of the parent s cell).



• Discover: How Quickly Can Bacteria

Multiply?, p. 192


195


197


Work?, pp. 202-203

TE: Building Inquiry Skills: Classifying, p.


Drawing Conclusions, p. 199,

Demonstration, p. 200



pp. 17-20, Real-World Lab, pp. 25-27


2, Side 2, Positive Bacteria ;

Transparency 24; Interactive Student


Exploring Earth ScienceChapter 6: Bacteria and Viruses, p. 181









28



Evolution and Biodiversity

10. Give examples of ways in which geneticvariation and environmental factors are causesof evolution and the diversity of organisms.

Exploring Earth ScienceSE: Chapter 5: Changes Over Time, p. 145

• Section 1: Darwin s Voyage, p. 146

• Discover: How Do Living Things

Vary?, p. 146


151

• Try This: Bird Beak Adaptations, p.

149

• Skills Lab: Nature at Work, pp. 152-

153


Skills: Observing, p. 148, Inquiry

Challenge, p. 154

ISLM: 5, Variation in a Population



pp. 127-130, Skills Lab, pp. 139-140


Unit 4, Side 2, Hot, Cold, Wet, Dry ;

Life Science Videotape 1; Videodisc,

Unit 5, Side 2, The Drifters ; Interactive


Exploring Earth ScienceChapter 5: Changes Over Time, p. 145









29



11. Recognize that evidence drawn fromgeology, fossils, and comparative anatomy pro-vide the basis of the theory of evolution.¥ Is the pterodactyl a flying reptile or the ancestor

of birds? Discuss both possibilities based on the

structural characteristics shown in pterodactyl

fossils and those of modern birds and reptiles.


• Section 2: The Fossil Record, p. 157

• Section 3: Other Evidence for

Evolution, p. 165

• Discover: What Can You Learn From

Fossils?, p. 157

• Discover: How Can You Classify

Species?, p. 159


160

• Sharpen Your Skills: Drawing

Conclusions, p. 166

• Try This: Preservation in Ice, p. 159

• Skills Lab: Telltale Molecules, p.

170

TE: Demonstration, p. 158, Including All

Students, pp. 158, 163, Inquiry

Challenge, pp. 163, 167, Building

Inquiry Skills: Observing, p. 166,

Interpreting Data, p. 168



pp. 131-134, 135-138, Skills Lab, pp.

142-143




pp. 171-173


167, Performance Assessment, pp. 164,

169





30



(Continued)

11. Recognize that evidence drawn fromgeology, fossils, and comparative anatomy pro-vide the basis of the theory of evolution.¥ Is the pterodactyl a flying reptile or the ancestor

of birds? Discuss both possibilities based on the

structural characteristics shown in pterodactyl

fossils and those of modern birds and reptiles.

(Continued)TECH: Life Science Videotape 1; Videodisc Unit

5, Side 2, Fossils , The Earth Library ,

Extinction , Geologic Time ;

Transparencies 19, 20, 21; Interactive





31



12. Relate the extinction of species to amismatch of adaptation and the environment.¥ Relate how numerous species could not adapt to

habitat destruction and overkilling by humans,

e.g., woolly mammoth, passenger pigeon, great

auk.

Exploring Earth ScienceSE: Chapter 24: Living Resources, p. 754

• Section 3: Biodiversity, p. 768

• Discover: How Much Variety Is

There?, p. 768

• Sharpen Your Skills,

Communicating p. 774.

TE: Building Inquiry Skills: Observing, p.

769, Communicating, p. 770, Making

Models, p. 774, Demonstration, pp. 770,

775, Addressing Na ve Conceptions, p.

771, Inquiry Challenge, p. 773,



pp. 73-76


6, Side 2, Can We Save the Tigers?

It s All Happening at the Zoo ;


Chapter 24

Exploring Earth ScienceChapter 24: Living Resources, p. 754









32



Living Things and Their Environment

13. Give examples of ways in which organismsinteract and have different functions within anecosystem that enable the ecosystem to survive.¥ Study several symbiotic relationships such as

oxpecker (bird) with rhinoceros (mammal).

Identify specific benefits received by one or both

partners.

Exploring Earth ScienceSE: Chapter 22: Populations and

Communities, p. 686

• Section 1: Living Things and the

Environment, p. 688

• Section 3: Interactions Among

Living Things, p. 703

• Discover: What s in the Scene?, p.

688

• Discover: How Well Can You Hide a

Butterfly?, p. 703

• Sharpen Your Skills: Classifying, p.

709

• Try This: With or Without Salt?, p.

609

• Skills Lab: A World in a Bottle, p.

694

TE: Building Inquiry Skills: Observing, pp.

691, 705, 706, Using the Visuals: Figure

4, p. 692, Inquiry Challenge, p. 704



Enrich, pp. 9-12, 17-20, Skills Lab, pp.

21-22

Exploring Earth ScienceChapter 22: Populations and Communities, p. 686



pp. 711-713

TE: Ongoing Assessment, pp. 689-691, 705,


693, 710





33



(Continued)

13. Give examples of ways in which organismsinteract and have different functions within anecosystem that enable the ecosystem to survive.¥ Study several symbiotic relationships such as

oxpecker (bird) with rhinoceros (mammal).

Identify specific benefits received by one or both

partners.

(Continued)

TECH: Life Science Videotape 5; Videodisc

Unit, Side 2, How Does Everything

Fit? , Earth Science Videotape 6;

Videodisc, Unit 6, Side 2, Touch the

Earth Gently ; Interactive Student





34



Energy and Living Things

14. Explain the roles and relationships amongproducers, consumers, and decomposers in theprocess of energy transfer in a food web.¥ Distribute pictures of various producers,

consumers, and decomposers to groups of

students.

Exploring Earth ScienceSE: Chapter 23: Ecosystems and Biomes, p.

715

• Section 1: Energy Flow in

Ecosystems, p. 716

• Discover: Where Did Your Dinner

Come From?, p. 716


718

• Try This: Weaving a Food Web, p.

721

TE: Building Inquiry Skills: Predicting, p.

717, Observing, p. 719, Real-Life

Learning, p. 718, Using the Visuals:

Figure 5, p. 719, Including All Students,

p. 720

ISLM: 23, Ecosystem Food Chains



pp. 33-36


6, Side 2, The Wonders of Ngorongoro ;



Exploring Earth ScienceChapter 23: Ecosystems and Biomes, p. 715









35



15. Explain how dead plants and animals arebroken down by other living organisms andhow this process contributes to the system as awhole.¥ Observe decomposer organisms in a compost

heap on the school grounds, a compost column

in a plastic bottle, or a worm bin. Use compost

for starting seeds in the classroom or in a

schoolyard garden.



• Discover: How Fast Do Bacteria

Multiply?, p. 192


195


197


Work?, p. A 66

Chapter 23: Ecosystems and Biomes, p. 715

• Section 1: Energy Flow in

Ecosystems, p. 716

• Discover: Where Did Your Dinner

Come From?, p. 716


718

• Try This: Weaving a Food Web, p.

721

TE: Building Inquiry Skills: Classifying, p.


Drawing Conclusions, p. 199, Predicting,

p. 717, Observing, p. 719,

Demonstration, 200, Real-Life Learning,

p. 718, Using the Visuals: Figure 5, p.

719, Including All Students, p. 720

Exploring Earth ScienceChapter 6: Bacteria and Viruses, p.





Chapter 23: Ecosystems and Biomes, p. 715






Chapter 23 Test




36



(Continued)

15. Explain how dead plants and animals arebroken down by other living organisms andhow this process contributes to the system as awhole.¥ Observe decomposer organisms in a compost

heap on the school grounds, a compost column

in a plastic bottle, or a worm bin. Use compost

for starting seeds in the classroom or in a

schoolyard garden.

(Continued)


Summary, Enrich, pp. E39-E42; Sections

6-3, 23-1: Lesson Plan, Section



25-27


2, Side 2, Positive Bacteria ; The

Wonders of Ngorongoro ; Transparencies

23, 81, 82; Interactive Student Tutorial

CD-ROM, Chapter 6, Chapter 23

ISLM: 9, Eubacteria That Dine on Vegetables ;

23, Ecosystem Food Chains




37



16. Recognize that producers (plants thatcontain chlorophyll) use the energy fromsunlight to make sugars from carbon dioxideand water through a process calledphotosynthesis. This food can be usedimmediately, stored for later use, or used byother organisms.¥ Test for sugars and starch in plant leaves.

Exploring Earth ScienceSE: Chapter 2: Cell Processes and Energy, p.

50

• Section 3: Photosynthesis, p. 61

• Discover: Where Does the Energy

Come From?, p. 61

• Sharpen Your Skills: Inferring, p. 63


Skills: Observing, p. 63, Making

Models, p. 64

ISLM: 2, Stomata Functions



pp. 51-54

TECH: Transparency 7; Interactive Student


Exploring Earth ScienceChapter 2: Cell Processes and Energy, p. 50



TE: Ongoing Assessment, pp. 63, Performance

Assessment, p. 65





38



Changes in Ecosystems Over Time

17. Identify ways in which ecosystems havechanged throughout geologic time in responseto physical conditions, inter-actions amongorganisms, and the actions of humans.Describe how changes may be catastrophessuch as volcanic eruptions or ice storms.¥ Study changes in an area of the schoolyard or a

local ecosystem over an extended period.

Students might even compare their observations

to those made by students in previous years.

Exploring Earth ScienceSE: Chapter 24: Living Resources, p. 754

• Section 3: Biodiversity, p. 768

• Discover: How Much Variety Is

There?, p. 768

• Sharpen Your Skills, p. 774

TE: Building Inquiry Skills: Observing, p.

769, Communicating, pp. 770, 775,

Predicting, p. 771, Making Models, p.


Demonstration, pp. 770, 775, Addressing

Na ve Concepts, p. 771



pp. 73-76


6, Side 2, Can We Save the Tigers?

It s All Happening at the Zoo ;


Chapter 24

Exploring Earth ScienceChapter 24: Living Resources, p. 754

SE: Section 3: Review, p.776, Chapter 24








39



18. Recognize that biological evolutionaccounts for the diversity of species developedthrough gradual processes over manygenerations.


• Section 1: Darwin s Voyage, p. 146

• Section 3: Other Evidence for

Evolution, p. 165

• Discover: How Do Living Things

Vary?, p. 146

• Discover: How Can You Classify

Species?, p. 165

• Sharpen Your Skills: Drawing

Conclusions, p. 166

• Try This: Bird Beak Adaptations, p.

149

• Skills Lab: Nature at Work, pp. 152-

153

• Skills Lab: Telltale Molecules, p.

170

TE: Demonstration, p.147, Building Inquiry

Skills: Observing, pp. 148, 166,

Interpreting Data, p.168, Inquiry

Challenge, pp. 154, 167

ISLM: 5, Variation in a Population



pp. 127-130, 135-138, Skills Lab, pp.

139-141, 142-143


SE: Section 1: Review, p.156, Section 3:

Review, p.169, Chapter 5 Assessment,

pp. 171-173



156, 169





40



(Continued)

18. Recognize that biological evolutionaccounts for the diversity of species developedthrough gradual processes over manygenerations.

(Continued)


5, Side 2, The Drifters ; Transparency


ROM, Chapter 5




41



STRAND 3 PHYSICAL SCIENCE (CHEMISTRY AND PHYSICS)

Properties of Matter

1. Differentiate between weight and mass,recognizing that weight is the amount ofgravitational pull on an object.¥ Explain how to determine the weight of a dense

object in air and in water. Next carry out your

plan. Explain how the results you obtain are

related to the different definitions of mass and

weight.

Exploring Earth ScienceSE: Chapter 10: Forces, p. 310

• Section 2: Force, Mass, and

Acceleration, p. 320

• Section 3: Friction and Gravity, p.

323

• Discover: How Do the Rocks Roll?,

p. 320

• Discover: Which Lands First?, p. 323


328

• Try This: Spinning Plates, p. 325

• Real-World Lab: Sticky Sneakers,

pp. 330-331

TE: Demonstration, pp. 321, 326, Building

Inquiry Skills: Designing Experiments,

p. 324, Inquiry Challenge, p. 327

ISLM: 10, Weight and the Force of Gravity



Enrich, pp. 37-40, 41-44, Real-World

Lab, pp. 55-57

Exploring Earth ScienceChapter 10: Forces, p. 310



pp. 341-343







42



2. Differentiate between volume and mass.Define density.

Exploring Earth ScienceSE: Chapter 1: An Introduction to Matter, p.

16

• Section 2: Measuring Matter, p. 24

• Discover: Which Has More Mass?, p.

24

• Try This: Bubble Time, p. 25

• Skills Lab: Making Sense of

Destiny, p. 30

Chapter 11: Forces in Fluids, p. 344

• Section 3: Floating and Sinking, p.

358

• Discover: What Can You Measure

With a Straw?, p. 358

• Sharpen Your Skills: Measuring, p.

359

• Try This: Dive!, p. 362

• Skills Lab: Sink and Spill, pp. 360-

361

TE: Building Inquiry Skills: Applying

Concepts, p. 25, Making Measurements,

p. 28, Integrating Mathematics, p. 26,

Including All Students, p. 27, Inquiry

Challenge, p. 359, Demonstration, pp.

362, 363

ISLM: 1, Determining the Density of Liquids ;

11, Raising a Sunken Ship

Exploring Earth ScienceChapter 1: An Introduction to Matter, p.16





Chapter 11: Forces in Fluids, p. 344






Chapter 11 Test




43



(Continued)

2. Differentiate between volume and mass.Define density.

(Continued)

TR: Section 1-2, Lesson Plan, Section


pp. 19-22, Skills Lab, pp. 31-32, Section

1-2, 11-3: Lesson Plan, Section


pp. 19-22, 73-76, Skills Lab, pp. 31-32,

84-85 TR:


Unit 1, Side 1, Density ; Life Science

Videotape 1; Videodisc Unit 1, Side 1,

The Metric System ; Physical Science


Density Column ; Earth Science


Isto What? ; Transparencies 41, 42;


Chapter 1, Chapter 11




44



3. Recognize that the measurement of volumeand mass requires understanding of thesensitivity of measurement tools (e.g., rulers,graduated cylinders, balances) and knowledgeand appropriate use of significant digits.¥ Calculate the volumes of regular objects from

linear measurements. Measure the volumes of the

same objects by displacement of water.


17

• Section 2: Measuring Matter, p. 24

• Discover: Which Has More Mass?, p.

24

• Try This: Bubble Time, p. 25

• Skills Lab: Making Sense of

Destiny, p. 30


Concepts, p. 25, Making Measurements,

p. 28, Integrating Mathematics, p. 26,


ISLM: 1, Determining the Density of Liquids

TR: Section 1-2, Lesson Plan, Section




Unit 1, Side 1, Density ; Life Science


The Metric System ; Interactive Student


Exploring Earth ScienceChapter 1: An Introduction to Matter, p. 17



TE: Ongoing Assessment, pp. 25-27,






45



4. Explain and give examples of how mass isconserved in a closed system.¥ Melt, dissolve, and precipitate various

substances to observe examples of the

conservation of mass.

Exploring Earth ScienceSE: Chapter 5: Chemical Reactions, p. 142

• Section 2: Writing Chemical

Reactions, p. 152

• Section 3: Controlling Chemical

Reactions, p. 160

• Discover: Do You Lose Anything?,

p. 152

• Discover: Can You Speed Up or

Slow Down a Reaction?, p. 160


156


Data, p. 164

• Try This: Still There, p. 155

• Real-World Lab: Peroxide, Catalase,

and You!, pp. 166-167

TE: Inquiry Challenge, pp. 154, 163, 164,

Including All Students, p. 156,

Demonstration, pp. 158, 163

ISLM: 5, The Law of Definite Proportions



pp. 13-16, 17-20, Real-World Lab, 28-29

Exploring Earth ScienceChapter 5: Chemical Reactions, p. 142



pp. 173-175



159, 165





46



(Continued)

4. Explain and give examples of how mass isconserved in a closed system.¥ Melt, dissolve, and precipitate various

substances to observe examples of the

conservation of mass.

(Continued)


Unit 2, Side 2, Fast Reactions ,

Endothermic and Exothermic

Reactions ; Transparencies 18, 19, 20,


ROM, Chapter 5




47



Elements, Compounds, and Mixtures

5. Recognize that there are more than 100elements that combine in a multitude of waysto produce compounds that make up all of theliving and nonliving things that we encounter.¥ Demonstrate with atomic models (e.g., ball and

stick) how atoms can combine in a large number

of ways.

Exploring Earth ScienceSE: Chapter 3: Atoms and the Periodic Table,

p. 75

• Section 2: Organizing the Elements,

p. 81

• Discover: Which Is Easier?, p. 81

• Sharpen Your Skills: Classifying, p.

83

TE: Inquiry Challenge, pp. 82

ISLM: 3, Finding Average Mass



pp. 75-78


Unit 1, Side 1, Periodic Trends ;



Exploring Earth ScienceChapter 3: Atoms and the Periodic Table, p. 75









48



6. Differentiate between an atom (the smallestunit of an element that maintains thecharacteristics of that element) and a molecule(the smallest unit of a compound thatmaintains the characteristics of thatcompound).¥ Use atomic models (or Lego blocks, assigning

colors to various atoms) to build molecules of

water, sodium chloride, carbon dioxide,

ammonia, etc.


16

• Section 3: Particles of Matter, p. 31

• Discover: What s in the Box?, p. 31

Chapter 3: Atoms and the Periodic Table, p. 76

• Section 1: Inside an Atom, p. 76

• Discover: How Far Away Is the

Electron?, p. 76

TE: Demonstration, p. 33,77, 79

TR: Section 1-3, 3-1: Lesson Plan Section,


pp. 23-26, 71-74


Unit 1, Side 1, Rutherford s

Experiment ; Transparencies 8, 9, 10;






TE: Ongoing Assessment, p. 33, Performance

Assessment, p. 35

Chapter 3: Atoms and Bonding, p. L48




Performance Assessment, pp. 80


Chapter 3 Test




49



7. Give basic examples of elements andcompounds.¥ Heat sugar in a crucible with an inverted funnel

over it. Observe carbon residue and water vapor

in the funnel as evidence of the breakdown of

components. Continue heating the carbon residue

to show that carbon residue does not decompose.

Safety note: sugar melts at a very high

temperature and can cause serious burns.

Exploring Earth ScienceSE: Chapter 3: Atoms and the Periodic Table,

p. 75

• Section 3: Metals, p. 89

• Section 4: Nonmetals and

Metalloids, p. 98

• Discover: Why Use Aluminum?, p.

89

• Discover: What Are the Properties of

Charcoal?, p. 98


91

• Try This: Show Me the Oxygen, p.

101

• Real-World Lab: Testing 1, 2, 3, pp.

96-97

• Skills Lab: Alien Periodic Tables,

pp. 104-105

Chapter 7: Carbon Chemistry, p. 213

• Section 1: Chemical Bonding,

Carbon Style, p. 214

• Discover: Why Do Pencils Write?, p.

214

• Skills Lab: How Many Molecules?,

p. 218

Exploring Earth ScienceChapter 3: Atoms and the Periodic Table, p. 75



pp. 109-111


101, Performance Assessment, pp. 94,

103

Chapter 7: Carbon Chemistry, p. 213



TE: Ongoing Assessment, p. 215 Performance

Assessment, p. 217


Chapter 7 Test




50



(Continued)

7. Give basic examples of elements andcompounds.¥ Heat sugar in a crucible with an inverted funnel

over it. Observe carbon residue and water vapor

in the funnel as evidence of the breakdown of

components. Continue heating the carbon residue

to show that carbon residue does not decompose.

Safety note: sugar melts at a very high

temperature and can cause serious burns.

(Continued)

TE: Demonstration, pp. 90, 91, 100, Inquiry

Challenge, p. 92, Building Inquiry

Skills: Making Models, pp. 215, 216,




Enrich, pp. 79-82, 83-86, 69-72, Real-

World pp. 91-92, K87-89, Skills Lab pp.

81-82


Unit 1, Side 1, The Mint ;



Chemical Building Blocks




51



8. Differentiate between mixtures and puresubstances.


17

• Section 1: Describing Matter, p. 18

• Discover: What Properties Help You

Sort Matter?, p. 18


Data, p. 22

TE: Including All Students, p. 19,

Demonstration, p. 22, Building Inquiry

Skills: Inferring, p. 20



pp. 15-18

TECH: Interactive Student Tutorial CD-ROM,

Chapter 1










52



9. Recognize that a substance (element orcompound) has a melting point and a boilingpoint, both of which are independent of theamount of the sample.


17



Sort Matter?, p. 18


Data, p. 22

Chapter 2: Solids, Liquids, and Gases, p. 45

• Section 4: Changes in State, p. 64

• Discover: What Happens When You

Breathe on a Mirror, p. 58

• Skills Lab: Melting Ice, p. 70


Demonstration, pp. 22, 65, 66, Building

Inquiry Skills: Inferring, p. 20,

Addressing Na ve Conceptions, p. 67

ISLM: 2, Comparing How Liquids Cool



pp. 15-18,55-58, Skills Lab, pp. 62-63


Unit 4, Side 1, The Disappearing Ice

Cube ; Transparencies 6, 7; Interactive












Assessment, p. 69


Chapter 2 Test




53



10. Differentiate between physical changes andchemical changes.¥ Demonstrate with molecular ball-and-stick

models the physical change that converts liquid

water into ice. Also demonstrate with molecular

ball-and-stick models the chemical change that

converts hydrogen peroxide into water and

oxygen gas.


17



Sort Matter?, p. 18


Data, p. 22


• Section 4: Changes in State, p. 64

• Discover: What Happens When You

Breathe on a Mirror, p. 58

• Skills Lab: Melting Ice, p. 70

Chapter 5: Chemical Reactions, p. 143

• Section 1: Observing Chemical

Reactions, p. 144

• Discover: What Happens When

Chemicals React?, p. 144

• Try This: Mostly Cloudy, p. 145

• Skills Lab: Where s the Evidence?,

pp. 150-151


Demonstration, pp. 22, 65, 66, 147,

Building Inquiry Skills: Inferring, p. 20,

Addressing Na ve Conceptions, p. 67










Assessment, p. 69

Chapter 5: Chemical Reactions, p. 143






Chapter 2 Test, Chapter 5 Test




54



(Continued)

10. Differentiate between physical changes andchemical changes.¥ Demonstrate with molecular ball-and-stick

models the physical change that converts liquid

water into ice. Also demonstrate with molecular

ball-and-stick models the chemical change that

converts hydrogen peroxide into water and

oxygen gas.

(Continued)

ISLM: 2, Comparing How Liquids Cool



Enrich, pp. 15-18,55-58, 9-12, Skills

Lab, pp. 25-27, 62-63


Unit 4, Side 1, The Disappearing Ice

Cube ; Physical Science Videotape 2;

Videodisc Unit 2, Side 2, Designing

Fireworks ; Transparencies 6, 7;


Chapter 1, Chapter 2, Chapter 5




55



Motion of Objects

11. Explain and give examples of how themotion of an object can be described by itsposition, direction of motion, and speed.

Exploring Earth ScienceSE: Chapter 9: Motion, p. 280

• Section 1: Describing and Measuring

Motion, p. 282

• Section 3: Acceleration, p. 302

• Discover: How Fast and How Far?,

p. 282

• Discover: Will You Hurry Up?, p.

302

• Try This: Sunrise, Sunset, p. 284

• Skills Lab: Inclined to Roll, pp. 294-

295


Concepts, p. 283, Integrating

Mathematics, p. 285, Math Toolbox, p.

285, Inquiry Challenge, pp. 287, 303,

Integrating Space Science, p. 304,

Exploring: Motion Graphs, p. 290

ISLM: 9, Measuring Speed

TR: Section 9-1, 9-3: Lesson Plan, Section


pp. 9-12, 17-20, Skills Lab, pp. 21-22

Exploring Earth ScienceChapter 9: Motion, p. 280



pp. 307-309



293, 306





56



(Continued)11. Explain and give examples of how themotion of an object can be described by itsposition, direction of motion, and speed.

(Continued)


Unit 3, Side 1, Travel , Light as a

Feather ; Transparency 36; Interactive


Chapter 9




57



12. Graph and interpret distance vs. timegraphs for constant speed.

Exploring Earth ScienceSE: Chapter 9: Motion, p. 281

• Section 1: Describing and Measuring

Motion, p. 282

• Discover: How Fast and How Far?,

p. 282

• Try This: Sunrise, Sunset, p. 284

• Skills Lab: Inclined to Roll, pp. 294-

295


Concepts, p. 283, Integrating

Mathematics, p. 285, Math Toolbox, p.


Exploring: Motion Graphs, p. 290





Unit 3, Side 1, Travel ; Transparency


ROM, Chapter 9

Exploring Earth ScienceChapter 9: Motion, p. 281









58



Forms of Energy

13. Differentiate between potential and kineticenergy. Identify situations where kinetic energyis transformed into potential energy and viceversa.

Exploring Earth ScienceSE: Chapter 13: Energy and Power, p. 406

• Section 1: The Nature of Energy, p.

408

• Discover: How High Does a Ball

Bounce?, p. 408

• Skills Lab: Soaring Straws, pp. 414-

415

TE: Including All Students, p. 409, Inquiry

Challenge, p. 409, Demonstration, p.

411, Addressing Na ve Conceptions, p.

412, Real-live Learning, p. 412



pp. 121-124, Skills Lab, pp. 137-139

TECH: Transparency 49; Interactive Student


Exploring Earth ScienceChapter 13: Energy and Power, p. 406









59



Heat Energy

14. Recognize that heat is a form of energy andthat temperature change results from adding ortaking away heat from a system.

Exploring Earth ScienceSE: Chapter 14: Thermal Energy and Heat, p.

435

• Section 1: Temperature and Thermal

Energy, p. 436

• Section 2: The Nature of Heat, p. 439

• Discover: How Cold is the Water?, p.

436

• Discover: What Does It Mean to Heat

Up?, p. 439


440

• Try This: Feel the Warmth, p. 442

• Skills Lab: Just Add Water, pp. 446-

447

TE: Building Inquiry Skills: Making Models,

p. 437, Inquiry Challenge, pp. 441, 442,


ISLM: 14, Combustion Heat of a Candle



Enrich, pp. 149-152, 153-156, Skills

Lab, pp. 165-167

Exploring Earth ScienceChapter 14: Thermal Energy and Heat, p. 435



pp. 459-461







60



(Continued)14. Recognize that heat is a form of energy andthat temperature change results from adding ortaking away heat from a system.

(Continued)


Unit 4, Side 2, What s Your

Temperature , As Hot As a Desert ,

Hot Is Hot, Cold Is Not ; Transparencies


ROM, Chapter 14




61



15. Explain the effect of heat on particle motionthrough a description of what hap-pens toparticles during a change in phase.


435

• Section 3: Thermal Energy and States

of Matter, p. 449

• Discover: What Happens to Heated

Metal?, p. 449


452

TE: Inquiry Challenge, p. 450,




pp. 157-160

TECH: Interactive Student Tutorial CD-ROM,

Chapter 14










62



16. Give examples of how heat moves inpredictable ways, moving from warmer objectsto cooler ones until they reach equilibrium.¥ Place a thermometer in a ball of clay and place

this in an insulated cup filled with hot water.

Record the temperature every minute. Then

remove the thermometer and ball of clay and

place them in an insulated cup of cold water that

contains a second thermometer. Observe and

record the changes in temperature on both

thermometers. Explain the observations in terms

of heat flow. Include direction of heat flow and

why it stops.


435

• Section 2: The Nature of Heat, p. 439

• Discover: What Does It Mean to Heat

Up?, p. 439


440

• Try This: Feel the Warmth, p. 442

• Skills Lab: Just Add Water, pp. 446-

447

TE: Inquiry Challenge, pp. 441, 442,


ISLM: 14, Combustion Heat of a Candle



pp. 153-156, Skills Lab, pp. 165-167


Unit 4, Side 2, As Hot As a Desert ,

Hot Is Hot, Cold Is Not ; Transparency


ROM, Chapter 14







Correlated to - Pearson Schoolassets.pearsonschool.com/correlations/ma_SciExpLEP2002.pdf · Correlated to: Massachusetts ... Chapter 1: Mapping Earths Surface, p. 16 SE: Section 1

Documents